Sharkey, Victoria

Sharkey, Victoria

Unique reference number (URN): EY223240 Address: 146 Penrith Avenue, Ashton-Under-Lyne, Tameside, OL7 9JN Type: Childminder Registered with Ofsted: 22/08/2002 Registers: EYR, CCR, VCR Registered person: Sharkey, Victoria

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make good progress through the curriculum, particularly in communication and language. They show good understanding and are able to follow instructions. Children show an interest in books, independently exploring them and engaging with features, such as lifting flaps to find hidden pictures. They are developing a love of reading and benefit from weekly trips to the library.

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Achievement Expected standard

Opportunities are in place for all children to access the curriculum and make progress from their starting points, including those with potential barriers to learning or special educational needs and/or disabilities. Children are well prepared for their next stage of development, including school. They are confident and increasingly independent, making good progress in self-care, such as toilet training. Children would benefit from further support to develop positive attitudes towards healthy eating, supporting them to make healthy choices.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment. Attendance and punctuality are promoted well, with flexible arrangements in place to support families and encourage regular attendance. Children's age, stage and individual needs are considered when supporting behaviour. Children typically play well together, praise each other and are developing skills, such as taking turns, sharing and using manners. The childminder supports children to understand expectations through redirection and correcting negative behaviours. High expectations for behaviour need to be maintained consistently. This will support children to begin to manage their own feelings and behaviours independently. It will also support consistent positive attitudes towards one another.

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Behaviour, attitudes and establishing routines Expected standard

The relationships between the childminder and the children are warm and supportive. Children are settled, happy and show a positive attitude to learning. The childminder knows each child well and responds to their individual needs. She plans experiences for her childminding network group to develop children's confidence in social situations and new environments. This includes opportunities to play alongside other children of different ages. For example, children took part in an 'Easter bunny hop' fundraising challenge. Children are supported to reflect on their similarities and understand what makes them unique. They taste snacks from different cultures and celebrate festivals, helping to broaden their awareness of the world.

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Children's welfare and wellbeing Expected standard

Care practices support children's welfare and wellbeing. Children make good progress with personal care. They are developing independence in routines, such as toileting. Handwashing routines are typically in place. Children are encouraged to practise these skills in different environments, including when out in the community. However, these routines need to be followed consistently, including after messy play, to ensure good hygiene and help children develop a lifelong understanding of healthy practices. Children are supported to develop an understanding of their personal safety. They discuss the importance of sitting down at mealtimes and learn how to behave when out in the community and other environments.

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Children's welfare and wellbeing Expected standard

Children benefit from secure and responsive relationships. Their individual needs are well understood and met, including when they are hungry or need to rest. This ensures that they feel safe, happy and cared for. The childminder is not yet fully supporting children to recognise and manage their emotions independently. She needs to apply consistently high expectations for behaviour to help children develop emotional regulation and maintain positive interactions with others.

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Children's welfare and wellbeing Expected standard

Routines, such as sleeping, weaning and feeding, are tailored to children's needs. Parents comment on the childminder's expertise, which helps support these experiences. The childminder is aware of areas to develop around nutrition and oral health. She needs to strengthen her work with families to support their understanding of healthy choices and personal health. This will help children begin making their own healthy choices and decisions.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of her curriculum. It is well designed, broad and balanced across all areas of learning. Assessment is used to tailor planning to each child's starting points and next steps. She is a natural teacher, engaging children through meaningful interactions and skilfully weaving areas of learning into activities. For example, discussions about Mother's Day lead to conversations about how flowers grow, with children using vocabulary such as 'stem' and 'leaf'. Children's communication and language thrive through these interactions.

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Curriculum and teaching Expected standard

Mathematical understanding is explicitly taught through everyday activities. Children use vocabulary such as 'longer and longer' when creating wiggly worms with play dough. Physical development is a strength. Children build their small hand muscles through pinching, patting and squeezing play dough. Children's personal, social and emotional development is prioritised. They are happy, settled and learn to play collaboratively. High expectations for behaviour need to be consistently applied to help children begin to manage their own feelings and consistently display positive attitudes towards each other. Children access outdoor learning daily through trips to the local community, parks and nature areas. All activities build knowledge and skills, preparing children for their next stages of development.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of the graduated approach. She knows the children very well and can describe what they are currently working on and what their next steps will be. Activities are planned around children's interests while still building age- appropriate knowledge and skills. She values parents' input when planning children's next steps. The childminder recognises the need to strengthen approaches when working with families to remove barriers to learning and welfare. This includes developing understanding around healthy eating and promoting good oral health. Taking these steps will help all children to thrive. The childminder has experience supporting children with special educational needs and/or disabilities and uses this knowledge to inform her professional development. She monitors children's progress and works closely with families and other professionals to ensure that all

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Inclusion Expected standard

children are included, supported and happy. She understands how to use funding effectively to enhance learning opportunities. She also has experience caring for children known to social care and demonstrates a clear understanding of how to support families while keeping children safe.

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Leadership and governance Expected standard

The childminder understands the importance of reporting changes and significant events to Ofsted and follows the correct processes. She has a clear understanding of her strengths and takes action to improve. The childminder has regular meetings and updates with her local authority. She also maintains strong links with other childminders and settings to share ideas and good practice. Professional development is responsive to the needs of the children and current guidance, helping to keep practice effective and up to date. Decision- making is focused on the best interests of all children, including those with barriers to learning or special educational needs and/or disabilities. This ensures that all children receive appropriate support within a positive and inclusive environment. The childminder organises her workload effectively. This ensures that she can focus her energy on the children in her care. The childminder recognises that she needs to improve how quickly she

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Leadership and governance Expected standard

adapts and responds to changing needs and circumstances. This includes working promptly with families to address areas, such as healthy lunches and oral health, ensuring that all children receive timely support.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children greatly enjoy learning and remain engaged for sustained amounts of time. They explore meaningful activities with curiosity and enthusiasm. Activities are skilfully adapted for different ages and stages of development so that all children can take part. The childminder knows the children very well and responds to their changing interests. For example, as children make an ice cream using play dough, this prompts discussions about melting and the weather, supporting their understanding of change and helping them to link their play to real-life experiences.

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What it's like to be a child at this setting

All children are fully included in the setting. Children are cared for in a warm, homely environment. They develop strong bonds with the childminder. A constant chatter fills the air as children take part in activities and routines throughout the day. Children are confident and independent, asking for help when needed. They typically demonstrate positive attitudes towards one another and engage in collaborative play. They encourage each other and celebrate achievements, such as saying 'well done!' Expectations for behaviour are generally high.

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What it's like to be a child at this setting

Children feel safe and secure. All families are welcomed and valued. Attendance is promoted effectively through flexible arrangements and clear communication with families. The childminder gathers daily information from families to inform unique, responsive care. Children's uniqueness and individuality are recognised, supporting them to thrive. For example, opportunities to build confidence beyond the setting are provided through daily activities, such as playgroups. This enables children to develop confidence and build on relationships with other children and adults. These experiences support social and emotional development, independence and readiness for school.

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Address:

146 Penrith Avenue Ashton-Under-Lyne Tameside OL7 9JN

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:00

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Next steps

The childminder should strengthen the consistency of expectations for behaviour and routines, so children can manage their behaviour more independently and show positive attitudes towards each other. The childminder should work more proactively with families to support children's health and wellbeing, including healthy eating and oral health.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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